The predictive properties of the Gesell School Readiness Screening Test (GSRT) were examined, taking into account the stated purposes of the test and the context of test use. Two samples were used: (1) a control sample of 55 students (21 males and 34 females) whose GSRT scores were not used for placement or tracking; and (2) a treatment sample of 70 children (32 males and 38 females) attending schools that were pilot testing the GSRT along with an extra-year tracking component for students with low developmental age scores on the GSRT (DAs). Two subgroups of the control sample were identified: those with low DAs who were not placed in a 2-year kindergarten, and those with high DAs who were placed in a 1-year kindergarten. Three subgroups of the treatment sample were identified: those with low DAs who were placed in a 2-year program, those with low DAs who were not placed in a 2-year program, and those with high DAs who were placed in a 1-year program. Student achievement was determined in grade 1. The GSRT was found to be a modest predictor of subsequent school achievement, and the DA was a better predictor than chronological age. Predictive validity coefficients alone were not sufficient to support the use of the test in placing and extra-year tracking of students with low DAs. In addition, the classification properties of the GSRT were found to be rather weak, with a large proportion of false negative errors in identifying at-risk students on the low end of the scale. The GSRT is more suitable as a screening test than as a student placement test. Seven tables, three figures, and a 34-item list of references are included. (SLD)